Reviews educationally relevant mnemonic strategy research, awarding "grades" to various mnemonic strategies and curricular applications. Mnemonic materials designed for factual content and mnemonic applications for educationally handicapped students are awarded A's, whereas teachers, mnemonic strategy critics, and mnemonic strategy…

The skills taught in the Cognitive Research Trust (CoRT) program and the Instrumental Enrichment (IE) program are unlikely to transfer to thinking in the regular curriculum. The exercises in these programs might be fun to do, but the thinking required is done outside the context of significant subject matter in the humanities and the sciences. The…

The author introduces the concept of development education as a response to what he calls the "morally unacceptable fact of poverty, inequality, and human misery amidst the plentiful resources of the world." He describes the work of Oxfam America, which operates in the Third World to improve living conditions while promoting community…

Effective adventure programming is explained in terms of the "significant learning" experience, involving periods of tension, questioning, and transfer during personal and social learning. Adventure programming that is supportive, adaptive, and properly sequenced maximizes the potential of significant learning. Trust- and…

This paper makes a critical assessment of problem-based learning (PBL) in geography. It assesses what PBL is, in terms of the range of definitions in use and in light of its origins in specific disciplines such as medicine. It considers experiences of PBL from the standpoint of students, instructors and managers (e.g. deans), and asks how well…

Examines value of higher education field studies. Describes agricultural field programs in California and Sri Lanka, examining relationship of classroom work to field work. Details students' reflections. Emphasizes experiential learning as valuable for both student and teacher. Concludes field work fosters realistic, meaningful interpretations of…

This response to Englert's article (EC 602 935) on sociocultural factors in teaching writing to students with learning disabilities addresses the application of social constructivist theory. It notes that the success of the Cognitive Strategy Instruction in Writing program may be not only attributable to its holistic social emphasis but also to…

Discusses how study teams at one Texas elementary school function in helping the individual student, and provides an evaluation of this approach based on three examples: (1) the case study team; (2) the reading study team; and (3) the quality of life team. Lessons learned from this approach are explored. (GR)

Kate Walsh, president of the National Council on Teacher Quality, takes on teacher education in this essay published for the Thomas B. Fordham Foundation's white paper series "Fwd: Arresting Insights in Education." Walsh highlights a 2005 study, "Studying Teacher Education," a nearly 800-page report by a panel of the American Educational Research…

Contends that educational organizations must shift their focus from innovative online product development to a standardization of the product with an increase in process innovation and development. Asserts that an increase in process design is the next step toward developing, implementing, and refining collaborative learning, learning communities,…

Arguing that summaries of 562 studies from 1985 through 1994 reveal that almost no attention is paid to the cognitive effects of Head Start programs, this report criticizes Head Start as being steadily and more generously funded without evidence that it helps children's scholastic achievements. The report criticizes available studies as practicing…